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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

ideas
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Published by Institut Agama Islam Negeri Palopo

ISSN : 23384778 EISSN : 23384778 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

IDEAS Journal is published twice a year in the months of June and December (P-ISSN 2338-4778 and E-ISSN 2548-4192); it presents articles on English language teaching and learning, linguistics, and literature. The contents include analyses, studies and application of theories, research report, material development, and reviews.

Arjuna Subject : -

Articles 2,260 Documents

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Analysis of the Effectiveness of Project-Based Learning in Improving High School Students Motivation in Speaking Silviana Simatupang; Benni Ichsanda Rahman Hz
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4992

This study is aimed to investigate the impact of Project-based learning (PjBL) on enhancing motivation among high school students in English speaking proficiency. Utilizing a qualitative case study approach, data was gathered through questionnaires and interviews. The sample of this study is 16 students in the 11th grade at a Public Senior High School in Medan, aged between 16-17 years old, selected through purposive sampling. The participant engaged in PjBL activities in their English speaking class, where their motivation levels were assessed before and after the implementation of PjBL. The finding revealed a significant increase studentsâ€™ motivation and confidence in speaking English following their participation in PjBL activities.This study contributes to the understanding of how PjBL can positively impact studentsâ€™ motivation in language learning, emphasizing the need for further research in diverse educational settings.Â

Unlocking the Potential: Exploring the Impact of Online Assessment in English Language Teaching Dewi Furwana; Fadhliyah Rahmah Muin; Andi A Zainuddin; Annisa Gita Mulyani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4997

The primary aim of this research is to examine the types of online assessments utilized by English educators teaching tenth-grade students at SMAN 15 Luwu and to discern students' attitudes towards integrating online assessment methodologies. Employing a descriptive qualitative approach, data collection involved the administration of questionnaires and conducting interviews. Interviews were conducted with both English instructors and students from SMAN 15 Luwu. Findings reveal that English instructors at SMAN 15 Luwu employ online assessment tools such as Google Forms, Google Classroom, Quizzes, and Instagram. These tools present various advantages, disadvantages, and challenges, including the complexities of designing appropriate assessments, managing student behavior, and grappling with unreliable internet connectivity. Concurrently, student perspectives toward online assessment exhibit both favourable and unfavourable inclinations. Positive perceptions include enjoyment of the online assessment, prompt feedback acquisition, flexibility, time efficiency, effectiveness, and increased confidence in online assessment execution.

Assessing the Impact of Contextual Teaching and Learning (CTL) Approach in Reading Instruction: A Multiple Case Study Samsudin, Samsudin; Weda, Sukardi; Amirullah, Amirullah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5006

This research reveals the impact of implementing the Contextual Teaching and Learning (CTL) Approach in the teaching of reading. Through the CTL approach, reading learning is integrated with real-world contexts, making learning more meaningful and relevant to students. This pedagogical framework aims to engage students in deeper understanding and critical thinking while facilitating the application of reading skills in various contexts. However, the effectiveness of CTL in reading instruction has been a subject of debate, with some studies reporting positive results while others show limited effectiveness, especially for students with low vocabulary or intelligence. This study aims to comprehensively assess the impact of CTL on reading learning, considering aspects such as vocabulary improvement, student motivation, reading comprehension, and learning outcomes. Through a qualitative approach and a multiple case study, involving 40 second-semester students from two universities in Sumbawa Island, West Nusa Tenggara Province, this study found that CTL can significantly improve students' psychological, linguistic, and achievement factors. In terms of psychological factors, students showed increased motivation and engagement in reading activities when the material was relevant to their lives and interests. Linguistically, CTL facilitates vocabulary improvement through personalized learning strategies and culturally relevant materials. In addition, CTL had a positive impact on students' achievement in reading, which was reflected in their improved comprehension and scores. These findings suggest that CTL can effectively improve students' reading skills and motivation when implemented with consideration of contextual relevance and personalized learning approaches. However, further research is needed to understand the complex effects of CTL on various aspects of student learning outcomes. Continuous evaluation and refinement of CTL implementation are essential to maximize its effectiveness in improving students' reading skills and their academic achievement.

The Use of Discovery Learning Method to Teach Reading Narrative Text Khairunnisa Khairunnisa; Eni Rosnija; Surmiyati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.5011

The aim of this study is to find out the effectiveness of discovery learning method for teaching reading comprehension to the ninth-grade students of SMPN 11 Pontianak in academic year 2023/2024 and how effective the discovery learning method is. This research used a quasi-experimental method with measurement data collection technique. The instruments used were tests and observation checklists. The population was all ninth grade students and the sample was taken using convenience sampling techniques. The experimental group was class 9F with 32 students and the control class was 9E with 31 students. The findings showed that discovery learning can improve students' reading comprehension of narrative text abilities. The post-test score was 87.23 which was higher than the pre-test score 63.23. Further, the effect size of the treatment was 0.781 which indicates the discovery learning method has a moderate effect. Additionally, the environment in the classroom also becomes more active according to the result of the observation checklist. The alternative hypothesis of this research is accepted. In short, the use of discovery learning method is effective in teaching reading comprehension of narrative text on ninth grade students of SMPN 11 Pontianak in Academic year 2023/2024. Therefore, the researcher suggest that the discovery learning method can be implemented to teach reading narrative text.

Enhancing Recount Text Writing Skills Through Discussion Board Utilization Muhammad Lukman Syafii; Alip Sugianto; Nanang Cendriono; Sutanto Sutanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.5016

The aim of this study was to improve the learners' proficiency in using the discussion board to create a recount text. Presently, internet education has garnered substantial acclaim and is widely employed worldwide. The objective of the study was to enhance the writing aptitude of eighth-grade pupils in the genre of recount texts through the utilization of discussion boards. The study was conducted using a collaborative classroom action research methodology. The data sources included field notes, questionnaires, observation checklists, and the students' results, which were a recount text. The findings demonstrated that the employment of a discussion board can improve the quality of recount writing. As per the initial success criterion, a minimum score of 65 was required for 70% of the pupils. 81.48% (22 out of 27) of the students who turned in writing samples in the first round met the initial success criterion by scoring 65 or higher. Approximately 82.30% of the pupils actively participated in Education and acquisition of knowledge. The survey findings showed that following the implementation of the discussion board, a meaningful majority of students (84.70%) voiced positive reactions.

The Translation Variations and Quality of Wh-Question in Daily Routines Expressions Azis Abdul Gofur; andang saehu; Ujang Suyatman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.5088

This study aims at reporting the translation variations and qualities provided to wh-questions of daily routine expressions. The study employed descriptive qualitative research method to reveal translation methods and accuracy level produced by 10 students in resulting the translation variations of wh-questions in daily routine expressions. 10 data were collected from Anwarsyah’s book (2019) consisting of what-question (02), who-question (01), when-question (03), where-question (01), why-question (01), and how-question (02). The findings of study show that the majority of students (06) applied transposition mixed with modulation translation techniques. Meanwhile, the rests (04) used literal and free translation methods. Although they have demonstrated their ability to apply various translation strategies, the quality of their translations remains at a moderate level. This is evidenced by the analysis results, which show that their translations are lacking in accuracy, acceptability, and readability.

EFL Students ‘Perception on the Use of Google Translate in Translation Class Anita Hafila Nugraeni; Zuhad Ahmad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.5090

This research aims to analyze students' perceptions on the use of Google Translate in Translation class, which can provide new insights into how technology can affect students' learning experience and to identify the common problems encountered by students in using Google Translate. The researcher used a descriptive qualitative research approach. The researcher used 35 university students from the English Education Department using a questionnaire. Additionally, to delve deeper into the common problems encountered by students when using Google Translate, the researcher conducted semi-structured interviews with five students. Based on the data analysis, EFL students have a positive perception of the use of Google Translate in translation classes, finding it easy to use and helpful. Moreover, the common problems encountered when using Google Translate in translation classes include errors in sentences, the need for carefulness, and EFL students' continued reliance on Google Translate to translate quickly and complete their tasks. This poses a serious challenge for students in developing their translation skills independently.

EFL Students’ Perceptions on the Use of TikTok Videos in Increasing Speaking Skills Farhan Aulady; Silih Warni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.5091

The research delves into a comprehensive exploration of students' perceptions concerning the efficacy of TikTok as a tool for improving their oral communication skills. Employing a rigorous quantitative methodology, the researcher meticulously selects three cohorts of tenth-grade students to serve as the study's sample population. The data collection process entails the systematic application of a Likert scale. Subsequently, the amassed data undergoes a meticulous analysis, conducted through sophisticated tabulation procedures within the Microsoft Excel platform. The results of this analysis yield compelling insights, revealing a substantive and statistically significant positive association between the utilization of TikTok and the enhancement of students' oral communication proficiencies. Moreover, the results shed light on an interesting aspect of students' views on TikTok; a significant number of people exhibit a highly optimistic perspective. Many students express enthusiasm for incorporating TikTok into their English language learning journey. This insight emphasizes how TikTok can create an interactive and captivating learning atmosphere, boosting the development of crucial speaking skills among school students.

The Effect of Flipped Learning Method on Students' Speaking of Auditory and Visual Learning Styles at vocational high school Yazid, Puan Azchira; Suprayetno, Edi; Rahmadhani, Maitri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5108

This study aimed to analyze and determine the effect of using the Flipped Learning Method on the speaking skills of students with visual and auditory learning styles at SMK Al Maksum Stabat, as well as to examine the differing impacts on these two groups. A quasi-experimental research design was employed, involving 58 students selected from a total population of 446 through purposive sampling. The participants were divided into two classes: X BDP with 23 students as the experimental group and X MP1 with 35 students as the control group. The study's findings indicated that the Flipped Learning Method significantly improved the speaking skills of both groups. Visual learners showed a mean score increase of 9.64 points (p-value 0.000 < 0.05), while auditory learners exhibited a mean score increase of 7.22 points (p-value 0.000 < 0.05), both indicating statistically significant improvements. Furthermore, the comparison of mean differences suggested a slightly greater impact on the speaking skills of visual learners. Correlation analysis supported these results, with strong positive correlations between pre-test and post-test scores for visual learners (r = 0.822) and auditory learners (r = 0.925), confirming the different effectiveness of the Flipped Learning Method, with a marginally higher benefit observed for visual learners.

The Use of Elllo Podcast Application to Enhance Students Listening Skill Umi Kalsum; Hassan, Muhammad Hassan; Donny Adiatmana Ginting
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5117

The purpose of this study was to determine use of the Elllo English learning Podcast Application can improve listening skills of seventh grade students at MTS Darul Ilmi Pangkalan Brandan. In this study, researchers used a quantitative experimental research method with type of true experimental by using two classes, namely class VII-1 as Experiment class and class VII-2 as Control class. In this study, researchers used a total sampling technique that used all class students of VII-1 and VII-2 classes totalling 45 students. In conducting research, researchers conducted pre-test and post-test in both classes. In conducting research, researchers conducted pre-test and post-test in both classes. The results of the average value of research obtained during pre-test of experimental class were 52.39 and control class was 51.81, both of which were included in poor category. After treatment, average post-test score obtained by experimental class was 72.82 which was included in good category and control class was 65.68 which was included in low category.

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